Therefore, giving a child flexibility and ownership to explain their thinking is important to me. A child who has a solid understanding of a certain topic can easily bomb a test if he/she has challenges reading the words on the assessment (ie. Multiple choice and true/false questions can be misleading from time to time. Open-ended: Not all children (even adults) test well.In my mind I believe the best kind of assessment should involve 3 components: I really like the idea of alternative assessments since they focus on what students can do rather than placing too much emphasis on what they can't do. What makes an assessment effective? What makes an effective assessment? Effective assessments are able to tell us A LOT about a child and his/her academic needs whether that be where they struggle or where they need to be challenged. Therefore, using interactive ways to assess a student's learning level so it is meaningful and effective is something I want to dig deeper into this new year🎉 It makes me so sad to see students AND teachers constantly stressed and the main reason is attributed to test scores. I think assessments are needed in order to document growth and determine a child's learning level however, the amount of testing going on in our schools is absolutely absurd. Pre-tests, post-tests, re-tests, benchmark tests, state tests and the list goes on! Don't get me wrong. When I was a classroom teacher, I found myself so incredibly frustrated with the amount of assessing going on in public school. Students who complete the work quickly and successfully: help others, create another character, part of a setting, introduce them to shadow puppets with moving parts.Using technology for assessing a student's growth and deficits has a lot of benefits. Students who complete the work quickly and carelessly: partner to check with, checklist including things such as clean cut lines, eyes for charactersĦ. Students who are differently abled: a partnerĥ.
Students with autism or Asperger’s Syndrome: written steps of directions for the activity (or picture form/examples), opportunity to share towards the end to be more comfortable, option to be a helper or a friend to create 1 character with.Ĥ.
Students with ADD: written steps of directions for the activity (or picture form/examples)ģ. English Language Learners: books with clear pictures of characters, multiple examples of puppetsĢ. When students are close to finishing, teacher stops and tells students that when everyone is finished, they need to practice telling their story with their shadow puppets.ġ.
#Shadow puppet edu math project how to#
Teachers passes materials and explains how to make a silhouette puppet.ħ. Teacher explains and models process for making the puppets.ĥ. Have students decide on a character they are going to do.Ĥ. Teacher tells students they will create their own shadow puppet play of their story.ģ. Teacher reminds students of characters of a shadow puppet. Have students fill out a story map together with the characters, setting, and events.ġ. Have student groups pick a book and read the book together.ģ. Tell them they will be retelling a story that they read using shadow puppets that they will make.Ģ. Guides students to mentioning, characters, setting, beginning, middle, end.ġ. Using shadow puppets:Teacher retells story of Goldilocks and the 3 Bears.ģ.Ěsk students: What did you notice about how the story was retold.
Has anyone ever seen a puppet? Talk about different types of puppets. Shadow puppets of Goldilocks and the three bearsġ.
Poster board –large enough for each person to make a character that is about 6 inches tallġ2” bamboo skewers for each creation-sharp ends removed with wire cuttersĪ variety of fiction books at different student reading levels The students will create a shadow puppet based on a character from a book. Student will be able to retell stories including the characters, settings, and major events.
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